FLAGSHIP STRATEGY 1

STUDENT LEARNING

Focus on English

Purpose

An opportunity to reflect on your current English program in the light of

• Victorian Essential Learning Standards• Principles of Learning and Teaching• Assessment Advice• Reporting Advice

and to identify considerations for future curriculum planning

OUR EDUCATIVE PURPOSE

What is powerful to

learn?

VictorianEssential Learning

Standards

What is powerful learning and

what promotes it?

Principles ofLearning

and Teaching

LEARNER

How do we know it has been learnt?

Assessment Advice

Who do we report to?

StudentsParents

ColleaguesCommunity

System

VALUES, BELIEFS AND UNDERSTANDINGS ABOUT English

What is it essential and powerful to learn in

English?

Victorian Essential Learning Standards

English Domain

What does powerful learning and teaching

look like in English?

Principles ofLearning

and Teaching

LEARNER

What are effectiveassessment practices

in English?

Assessment Advice

Who do we report to?

StudentsParents

ColleaguesCommunity

System

Reflecting on current English programs

What do you see as the strengths of your program?

What aspects would you like to improve?

How do your students and parents respond to the program?

What do they think are the strengths? How would they like it improved?

Victorian Essential Learning StandardsDiscipline-based Learning

English

Read the introduction to the English domain

Highlight the main points

Create a concept map that identifies the main points

Victorian Essential Learning StandardsDiscipline-based Learning

English

Select a level/s of the English domain that best represents your class

Read the learning focus statement and standards

Add any further detail to your concept map

Reflecting on your current English program and the Victorian

Essential Learning Standards

Consider your current English program

• What is already being covered?

• Where are the gaps?

• What do you cover that is not in the standards?

Victorian Essential Learning StandardsInterdisciplinary Learning

Read the introductions to the following Interdisciplinary domains

• Communication

• Information and Communications Technology (ICT)

• Design, Creativity and Technology

• Thinking Processes

Highlight the main points

Make connections between these domains and English on your concept map

Victorian Essential Learning StandardsPhysical, Personal and Social Learning

Read the introductions to the following Physical, Personal and Social domains

• Health and Physical Education

• Personal Learning

• Interpersonal Development

• Civics and Citizenship

Highlight the main points.

Make connections between these domains and English on your concept map

Victorian Essential Learning StandardsDiscipline-based domains

Read the introductions to the other discipline-based domains as appropriate for your English program

• The Arts• Mathematics• The Humanities: History, Geography, Economics• LOTE• English• Science

Highlight the main points.Make connections between these domains and English

12

Principles of Learning and Teaching P-12

1. The learning environment is supportive and productive

2. The learning environment promotes independence, interdependence and self-motivation

3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program

4. Students are challenged and supported to develop deep levels of thinking and application

5. Assessment practices are an integral part of teaching and learning

6. Learning connects strongly with communities and practice beyond the classroom

What promotes powerful learning?

Principles of Learning and Teaching

Reflecting on your current English program

Consider your current English program

Which principles are strongly reflected in your program?

Which principles could be incorporated?

14

Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.

Assessment for learning – occurs when teachers use their inferences about student learning to inform their teaching (formative)Assessment as learning - occurs when students reflect on and monitor their progress to inform their future learning goals (formative)Assessment of learning – occurs when teachers use evidence of student learning to make judgments about student achievement against goals and standards (summative)

How do we know if it has been learnt?

Assessment advice Reflecting on your current

English program

Consider your current English program

What assessment approaches are being used to inform teaching (assessment for learning)?

What assessment approaches are students using to monitor their learning (assessment as learning)?

What assessment approaches are used to make judgements on student learning (assessment of learning)?

Reflecting on your current English program

• What assessment practices do you currently have in English?

• What information does this give you?

• Does it enable you to plan for future English learning?

• Does it provide you with enough information to evaluate student performance against the standards?

Reporting

• When will we be required to report on English?

• How will we make a judgement against the standards?

• What support will be available?

• Do we have to use the new student reports forms in 2006?

• Where can I get more information on assessment and reporting?

Future planning

Identify strategies required to successfully audit, plan and implement the English domain

What do we need to start doing?

What needs to be strengthened?

What can we stop doing?

What professional learning is required?

How will the program be documented?

Record the main ideas